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Learner experiences of low attainment groups in the context of a rights approach to education

Carmel Conn Orcid Logo, Dai Thomas, Cathryn Knight Orcid Logo, Charlotte Greenway Orcid Logo, Lisa Formby Orcid Logo

Pedagogy, Culture and Society, Pages: 1 - 17

Swansea University Authors: Dai Thomas, Cathryn Knight Orcid Logo

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DOI (Published version): 10.1080/14681366.2024.2311640

Abstract

Participation is seen as an important right for learners, though there is lack of evidence to understand learners’ views on classroom practice. This includes decisions about grouping learners, for example, in terms of their prior attainment or perceived ‘ability’. This research took place in Wales w...

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Published in: Pedagogy, Culture and Society
ISSN: 1468-1366 1747-5104
Published: Informa UK Limited 2024
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URI: https://cronfa.swan.ac.uk/Record/cronfa65976
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first_indexed 2024-05-15T16:46:30Z
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spelling v2 65976 2024-04-05 Learner experiences of low attainment groups in the context of a rights approach to education 3f61bc721c3cf1c7eb8354fff4b32099 Dai Thomas Dai Thomas true false e43d033fc7f2ccc9317c49df10b9b7bb 0000-0002-7574-3090 Cathryn Knight Cathryn Knight true false 2024-04-05 SOSS Participation is seen as an important right for learners, though there is lack of evidence to understand learners’ views on classroom practice. This includes decisions about grouping learners, for example, in terms of their prior attainment or perceived ‘ability’. This research took place in Wales where children’s rights are strongly promoted as an educational approach, but where there is also evidence of widespread attainment grouping in schools. Focus groups and interviews were carried out with secondary school learners in lower attaining groups (n = 70) and teachers and teaching assistants (n = 10) to understand experiences of learning support. Findings suggest strong learner satisfaction with groups, but also lack of movement between groups that reinforced ability hierarchies in schools and supported the development of negative identities for some learners. There was a lack of consensus among educators about the purpose of attainment grouping, with some seeing it as a way of addressing systemic issues within the school. Journal Article Pedagogy, Culture and Society 0 1 17 Informa UK Limited 1468-1366 1747-5104 Lower attaining learner,s, participation, children’s rights, attainment grouping 1 2 2024 2024-02-01 10.1080/14681366.2024.2311640 COLLEGE NANME Social Sciences School COLLEGE CODE SOSS Swansea University Another institution paid the OA fee The work was supported by the Welsh Government. 2024-05-29T11:43:41.4464033 2024-04-05T12:57:35.4600036 Faculty of Humanities and Social Sciences School of Social Sciences - Education and Childhood Studies Carmel Conn 0000-0002-4395-8302 1 Dai Thomas 2 Cathryn Knight 0000-0002-7574-3090 3 Charlotte Greenway 0000-0002-1127-757x 4 Lisa Formby 0000-0002-4080-6354 5 65976__30384__a3af06f0eb144692af0ab8c4be37b816.pdf 65976.VOR.pdf 2024-05-16T10:29:23.5971081 Output 722227 application/pdf Version of Record true © 2024 The Author(s). This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License. true eng http://creativecommons.org/licenses/by-nc-nd/4.0/
title Learner experiences of low attainment groups in the context of a rights approach to education
spellingShingle Learner experiences of low attainment groups in the context of a rights approach to education
Dai Thomas
Cathryn Knight
title_short Learner experiences of low attainment groups in the context of a rights approach to education
title_full Learner experiences of low attainment groups in the context of a rights approach to education
title_fullStr Learner experiences of low attainment groups in the context of a rights approach to education
title_full_unstemmed Learner experiences of low attainment groups in the context of a rights approach to education
title_sort Learner experiences of low attainment groups in the context of a rights approach to education
author_id_str_mv 3f61bc721c3cf1c7eb8354fff4b32099
e43d033fc7f2ccc9317c49df10b9b7bb
author_id_fullname_str_mv 3f61bc721c3cf1c7eb8354fff4b32099_***_Dai Thomas
e43d033fc7f2ccc9317c49df10b9b7bb_***_Cathryn Knight
author Dai Thomas
Cathryn Knight
author2 Carmel Conn
Dai Thomas
Cathryn Knight
Charlotte Greenway
Lisa Formby
format Journal article
container_title Pedagogy, Culture and Society
container_volume 0
container_start_page 1
publishDate 2024
institution Swansea University
issn 1468-1366
1747-5104
doi_str_mv 10.1080/14681366.2024.2311640
publisher Informa UK Limited
college_str Faculty of Humanities and Social Sciences
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hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Social Sciences - Education and Childhood Studies{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Social Sciences - Education and Childhood Studies
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description Participation is seen as an important right for learners, though there is lack of evidence to understand learners’ views on classroom practice. This includes decisions about grouping learners, for example, in terms of their prior attainment or perceived ‘ability’. This research took place in Wales where children’s rights are strongly promoted as an educational approach, but where there is also evidence of widespread attainment grouping in schools. Focus groups and interviews were carried out with secondary school learners in lower attaining groups (n = 70) and teachers and teaching assistants (n = 10) to understand experiences of learning support. Findings suggest strong learner satisfaction with groups, but also lack of movement between groups that reinforced ability hierarchies in schools and supported the development of negative identities for some learners. There was a lack of consensus among educators about the purpose of attainment grouping, with some seeing it as a way of addressing systemic issues within the school.
published_date 2024-02-01T11:43:41Z
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